academic self

The present study examined the relationship between problem-solving styles and academic procrastination with the mediation of academic self-efficacy among high school students. This research method is descriptive - correlation using structural equation modeling and path analysis. Participants of this study consisted of 334 high school students (171 females and 163 males) who were recruited from all high schools of Zabol city via multistage random cluster sampling method. In order to study research variables, each participant completed problem solving styles questionnaire (Cassidy & Long, 2006), self-Efficacy study questionnaire (Morgan & jinks, 1999) and academic procrastination questionnaire (Solomon & Rothblum, 1984). The reliability of research instruments was determined by Cronbach's alpha coefficient and their validity was attained through internal correlation. The results of reliability and validity of the tests were acceptable. The results of path analysis indicated that academic self-efficacy plays the role of a mediator between helplessness styles, creativity and academic procrastination. Moreover, the approach Style and Confidence Style of problem-solving indirectly and through educational self-efficacy affected academic procrastination. Identifying student's problem-solving styles can improve and increase self-efficacy which it leads to the decrease of procrastination among students.

The aim of this study was to investigate the perceptions of students from achievement goals emphasized by parents and teachers in mathematics and the relationship between these goals with achievement goals, self-efficacy and coping strategies. The sample of this study included 825 eighth grade students in Tehran who were enrolled in academic year 2015-2016 selected by multistage random sampling. To assess student's understanding of the goals emphasized by parents and teachers as well as personal goals and self-efficacy, Midgley et al.'s (2000) questionnaire of adaptive learning patterns, and for assessing their coping strategies of Education, Tero and Connell's (1984) questionnaire were used. The results revealed a mediating role for mastery and performance goals between their perception of the goals emphasized by teachers and parents, self-efficacy beliefs and coping strategies in mathematics.

The purpose of the present research was toinvestigation ofthe relationship between metacognitive beliefs with academic self-regulation and parents-students conflict.Method study was correlation andand the statistical community was all girls students from Tehran city, who were enrolled in the 1394-95 academic year.The sample group was included 206 students that were selected by random clusterSampling. Assessment instruments was Wells& Cartwright-Hatton(2004)metacognitive beliefs questionnaire, Ryan & Conell (1989) academic self-regulationquestionnaire and Straus(1990) conflict tactics scales questionnaire.data was analyzed by using Pearson correlation coefficient, simple regression and stepwise multiple regression. The results showed that there is negative significant correlation between metacognitive beliefs ,positive beliefs and cognitive self consciousness with academic self-regulation. there is negative significant correlation between need to control thoughts and uncontrollability/danger with with academic self-regulation , Introjected regulation and external regulation. there is negative significant correlation betweenmetacognitive beliefs,positive beliefs, uncontrollability/danger and need to control thoughts with parents-students conflict and verbal aggression.there is negative significant correlation between cognitive confidence parents-students conflict,verbal aggression and violence. Stepwise regression analysis showed that cognitive self consciousness and positive beliefs, could explain 0/15of variance inacademic self-regulation. Also cognitive confidence could explain 0/021 of variance in parents-students conflict. Counselors andteachersusingthese findingsandtaking into account theeducationaland psychological interventionscan beroundprogramwithincreasingstudentsviewsabout,theirmetacognitive beliefs.

The aim of this research was to study the relationship between academic self-efficacy with self concept and critical thinking in students. The target population consisted of all girl students, who were studying in elementary and high school grades in Tehran city in the academic year of 2015 and 2016. The sample was chosen among the elementary school and high school students which were in the second region of Tehran city. They were selected randomly by multi-level cluster sampling method and consisted of 190 students. The data were gathered by 3 questionnaires including academic self-efficacy questionnaire of Jing and Morgan, self concept and California critical thinking questionnaire. Pearson correlation co-efficient was used in order to analyze the data collected. The results showed that there was no significant relationship between academic self-efficacy with self concept, academic self-efficacy with critical thinking and critical thinking with self concept.

This study aimed to provide the causal model of academic procrastination based on goal orientations with the mediating role academic engagement and academic Self-Efficacy.
In a descriptive correlational study of 424 students of shiraz Payame Noor University, with stratified random sampling and answered to a self-report questionnaire consisted of academic engagement, academic self-efficacy, achievement goals and, academic procrastination. the correlation matrix, path analysis and indicators of goodness of fitness with LISREL 8.3 software was used for data analysis.
The results of path analysis showed that performance - avoidance and mastery goals affect students’ academic procrastination direct and indirectly through the mediation of academic engagement and academic self-efficacy. Among the variables examined in this study, avoidance goals with 0/33 have greatest affect significant on academic procrastination.
According to the findings, Conditions to be provided to students to adopt them such a mastery goals and refuse of the avoidance goals and also the mastery goals have significant negative correlation with academic procrastination, the mastery goals can be promoted by means of training programs for the reduce of the academic procrastination.

This study was carried out to compare resilience, loneliness, and academic self-efficacy of male students studying at day and boarding high schools of Baneh in academic year 2014-2015. The participants were selected through multistage cluster sampling method. To do so, from among all of the high schools of Baneh, one day high school and one boarding high school were randomly selected. Then, a total number of 200 students (100 for each high school) were selected at random. In the next step, Connor-Davidson Resilience Scale (2003), UCLA Loneliness Scale (Russell, Peplau & Cutrona, 1980), and the Academic Self-Efficacy Questionnaire (McIlroy & Bunting, 2002) were administered to the participants. The obtained data were analyzed through descriptive (mean and standard deviation) and inferential statistics (independent t-test). The results showed significant differences between the two groups. More specifically, the day high school students had higher levels of resilience and academic self-efficacy. On the contrary, they had a lower level of loneliness compared to their counterparts in boarding high schools.

The purpose of present research was study on relationship between child-parent conflict and student’s academic self- concept with their life satisfaction. Method of research was correlation studies. The study population was all of male and female students in junior high school in Namin. The sample were 293 students of third graders that selected by using multistage cluster sampling method. Research instrument were Satisfaction With Life Scale (SWLS),Yi- Hsin Chen School self-concept inventory and Conflict Tactics Scales (CP). The data were analyzed with Pearson correlation and multiple regression methods. The results showed there was positive relationship between academic self- concept with student’s life satisfaction and there was negative relationship between child-mother conflict with student’s life satisfaction. The result of multiple regression showed that academic self- concept and mother’s verbal aggression are able for prediction the student’s life satisfaction. Other predictor variables are not able for prediction the student’s life satisfaction. Based on the results of the current study, it is concluded that Attempts to form positive academic self-concept and reduce conflicts between parent-child among adolescents have important contributions to their life satisfaction.

The present study was carried out with the purpose of comparing academic achievement and factors related to it in two groups of students with and without. The method of this research was causal-comparative. Whole students with and without parents in the city of Hamedan in the academic year 92-93 comprised the statistical population of the study. Seventy four orphan’s students and 74 students living with their parents were recruited for the study and were individually administered questionnaires tapping academic motivation, academic self-concept and school engagement. The children’s grade point average was used as an index of academic achievement. Gathered data were analyzed using multivariate analysis of variance. Findings showed that orphans students have lower score on academic achievement, intrinsic motivation, confidence, effort, academic self-concept, behavioral engagement, cognitive engagement and school engagement than normal students, while they have higher scores on external motivation, motivation and emotional engagement. Results of this study reveal that orphan children have poor academic achievement. In this case, the variables of self-concept, educational motivation and school engagement play role.

The aim of the current study was to examine a model of antecedents and consequences of academic self-efficacy.
The participants of this study were 256 female high school students who were selected by cluster multiple-stage random sampling method. The instruments of this study consisted of school bonding questionnaire¡ parental bonding instrument¡ Morgan-Jinks student efficacy scale¡ academic satisfaction questionnaire and academic control subscale. Structure equation modeling and bootstrapping were used to examine the direct and indirect paths of proposed model.
The findings indicated that school bonding and parental bonding were positive and negative antecedents of academic self-efficacy in students. Also¡ the findings indicated that academic satisfaction and academic control were consequences of academic self-efficacy. In addition¡ the indirect paths of school bonding and parental bonding¡ with academic satisfaction and academic control¡ with mediating role of academic self-efficacy¡ were significant.
The results of research indicate that academic self-efficacy has a mediating role on the structural relationship between parental and school bonding quality with academic satisfaction and control in students.

This study aimed at presenting a casual relationship model of goal orientations and cognitive engagement based on the mediating role of academic emotions and academic Self-Efficacy through path analysis. To do so, a total number of 523 students from shiraz Payame Noor University were selected through cluster sampling, and were asked to answer the questionnaires of Cognitive Engagement (Wang& Eccles, 2013), Academic Self-Efficacy (Midgley &et al, 2000), Goal Orientations (Middleton & Midgley, 1997), and Academic Emotions (Pekrun, 2005) subscales. Overall, the results indicated the indirect effects of goal orientations components on cognitive engagement. According to the results, goal orientations and their components influence cognitive engagement through academic emotions dimensions. This is in a way that the mastery goals, through positive emotions, have indirect and positive effect on cognitive engagement and the avoidance and functional goals have indirect and negative effect on cognitive engagement through the mediation of negative emotions and academic Self-Efficacy. The total variables in this study explain thirty one Percent of changes in the Cognitive Engagement.

This study was performed for predicting academic procrastination in university student based on demographic factors, emotional intelligence, self-efficacy and academic self-appraisal. In a correlational descriptive study, 280 participants among university students of Islamic Azad University, Tehran Research and Sciences Branch were selected by randomly stratified sampling method and answered to Demographical Questionnaire, Tuckman Procrastination Scale (TPS), Schutte Emotional Intelligence Scale (SEIS), General Self-Efficacy Scale (GSES) and Academic Self-appraisal Questionnaire. Correlation and linear multiple regression in stepwise method was used for data analysis by SPSS-19 software. According to the results; self-efficacy, academic self-appraisal and Scholastic level had significant role in predicting academic procrastination and capable for prediction of 0.36 variation of academic procrastination in this research sample (p<0.0001). In this regression analysis, the emotional intelligence didn’t had significant role in prediction of academic procrastination (P>0.05). Regarding with importance of self-efficacy, academic self-appraisal and Scholastic level in academic procrastination, reinforcing self-efficacy and improving academic self-appraisal skills in regard with bi-categorical variable of scholastic level will has important role in elimination of academic procrastination.

This study aims is survey of relation between family affective climate with academic self-efficacy and career aspirations of students. The study was conducted through the Correlation research method. This research was tolls to describe, explore and determining of relations between two or multiple variables by correlation coefficient. The study included all secondary school children in two educational areas in sardasht and piranshahr. 180 students has selected by Cluster sampling method. To collection of data 3 tools was used: Morgan Jinks Student Efficacy Scales (MJSES); Family of Origin Scale (FOS) and job interest questionnaire. The analysis of the data was done by descriptive statistics such as mean, variance, etc. In addition, in the inferential statistics, Pearson Correlation Coefficient and differential analysis was used. Based on the results of the test, in 0/05 significant level doesn’t show any significant positive relationship between self-efficacy and affective family mood. In 0/05 significant level, no clear difference has observed between Family emotional climate and academic self-efficacy among girls, there is significant relationship between Family emotional climate and academic self-efficacy among boys, and no differences between Emotional climate of family and career aspirations of Girls and there is significant relationship between Family emotional climate and career aspirations among boys.

this study aimed to investigate the predicting role of Individual factors Included perfectionism , academic self - regulation , and self - efficacy in general procrastination and academic procrastination . for this purpose , statistical population among the public universities markazi province using multistage cluster sampling 412 students were selected and surveyed by questionnaire . the questionnaire included : tuckmn procrastination assessment scale , a questionnaire study of procrastination , frost multidimensional perfectionism scale , academic self - regulation questionnaire and academic self - efficacy questionnaire . data using descriptive and inferential statistical methods including regression were studied. to analyze the data obtained from the questionnaires were analyzed by spss statistical software . the results showed that perfectionism , academic self - regulated and self - efficacy are generally suitable predictors for general procrastination . the findings also suggest that perfectionism , academic self - efficacy and self - regulated are generally suitable predictors for academic procrastination .

the aim of this study was to investigation impact of life skills training on academic self efficacy. The study population consisted of all elementary school students in boolban abad city. The sampling method used in this study was random sampling. For data gathering the academic self-efficacy questionnaire MJSES (1999), before and after life skills training was distributed among the students. Content that was intended to train students in the life skills program was cognitive skills, how to record maintenance information, wise use of resources, self-esteem, resiliency, problem solving thinking. The data were analyzed by SPSS-19 software, using analysis of covariance. The results showed that life skills training on can affect students academic self-efficacy Because these skills increase their knowledge of learning how to be better able to remember information and therefore have less forgetfulness therefore Their self-concept and academic achievement, will be positive.

The aim of the present study was to investigate the effect of academic self-efficacy and metacognition on test anxiety and help-seeking behavior in 3rd grade high school boys in Ahvaz. The population included the male high school students in the 3rd grade during school time in 2013. 330 students were selected by multistage random sampling method as subjects. Academic Self-Efficacy Scale (Midgley et al. 2000) State Metacognition Inventory (O,Neil, Abedi 1997), Ahvaz Test Anxiety questionnaire (1996) and Help-Seeking Behavior questionnaire (Ryan, A.M., & Pintrich, 1997) were used to measure variables under study. Multiple regressions were used for data analysis. Results indicated that there was no significant relationship between self-efficacy and metacognition with test anxiety, while self-efficacy and metacognition had significant relationship with help-seeking behavior (P<0.001).

This research aims to study the education effectiveness of the meta-cognation strategies and creativity on academic self- concept. The research designed as semi-test in two test groups and one control group by pre-test and post test. The population composed girl students of seventh grade in region2 of Tehran city in 2014-2015.the statistical sample composed 54 students which 18 of them placed randomly in meta-cognition group, 18 creativity group and 18 control group. Then DELAVAR academic self-concept pre-test performed for groups and the first test group trained as 10 sessions of 70 min by a teaching pack of TREE method(SEXESTON et al model), the second test group by researcher- built teaching pack of creativity of TOLENCE & WILLIAMS principals and control method by common teaching methods. To investigate the increased academic self-concept, the post test were used. Data analysed by using statistical tests such as covariance analyse. The findings have been shown students who enjoyed meta-cognitive and creativity education have increased their academic self-concept significantly and this research recommended good solutions to improve academic self-concept.

The purpose of this article is investigated the cause of procrastination according to Cognitive, emotional and behavioral approach. So the model in based on cognitive, emotional and behavioral and procrastination is tested. And the impact of rational beliefs, irrational beliefs, frustration discomfort beliefs, hope beliefs, academic self-efficacy, and self-regulation Procrastination is studied. A sample of 900 students (447 females and 453 males) selected with stratified random sampling and answered to procrastination scale, Rvsblvm and Solom (1984), frustration discomfort scale, Harrington (2005) to measure frustration discomfort beliefs, self-regulated learning questionnaire, Greene and Miller (2004), self-efficacy questionnaire, Mydltn and Midgley (1997), irrational Beliefs Inventory Kvpmnz et al (1994). Path analysis run in two models: one with exogenous variables irrational beliefs and the frustration discomfort beliefs, and other exogenous variables rational beliefs, hope beliefs. The results indicate a good fit of the model. The amount of variance explained by frustration discomfort beliefs, irrational beliefs, self-efficacy and self-regulation was 0.32 and the variance explained by frustration discomfort beliefs, irrational beliefs, and self efficacy was 0.27. The amount of variance explained by rational beliefs, hope beliefs, self-efficacy and self-regulation was 0.24 and the variance explained by rational beliefs, hope beliefs, and self efficacy was 0.18. According to the results of research Education practitioners can reduce student procrastination by increasing self-efficacy and self-regulation, rational beliefs and hopes and decrease irrational beliefs and the frustration discomfort beliefs.

The present study examined the relations among family processes, academic self-efficacy, and self-handicapping. Three hundred and thirty five students (208 females,127 males) were selected by multistage random cluster sampling from Shiraz University. The participants completed the Adolescent Family Process Measure (Ozdemir, Vazsonyi & Cok, 2013), the Academic Self-efficacy Scale (Greene el al., 2004), and the Self-handicapping Scale (Jones & Rhodewalt, 1979). The results of simultaneous regression analysis indicated that a) dimensions of family processes (closeness and peer approval) predicted selfhandicapping negatively, b) dimensions of family processes (closeness and peer approval) predicted self efficacy positively, c) selfefficacy predicted self-handicapping negatively. The findings suggested that academic self-efficacy could be regarded as a mediator between family processes (closeness and peer approval) and self-handicapping.

The aim of the present research was to study structural relationships between the perception of the school’s environment, and achievement goals with academic self-efficiency. In this descriptive research (reason patterning), first year high school students of Urmia city formed the statistical society. Method of sampling was multi-stage random procedure that 380 people were selected through this method, and then answered the questionnaires of the academic self-efficiency, the perception of school’s environment, and the achievement goals. Data was analyzed through the structural equations method. Results indicated that the academic self-efficiency model is valid in research society. Direct route of the goals of the mastery towards the academic self-efficiency was positive and significant, and the goals of function-avoidance towards the academic self-efficiency was negative qnd significant. In addition, direct routes of teacher support, peer support, and stability of rules towards the goals of mastery, function - approach, and function-avoidance were positive and significant. Therefore, we can increase the academic self-efficiency by increasing the environmental supports in school, and tendency of the students towards the mastery goals.

the purpose of this study was to determine the mediating role of academic self-concept in the relationship between motivational styles and academic achievement. Based on correlational design, 140 Tehran senior secondary school female only students majoring in biology were selected by multistage random sampling and completed Academic Motivation Scale (AMS; Varelland et al.,1992) and Academic Self-Concept Scale (Delavare, 1994). Academic achievement was measured based on the mean of the final scores obtained in biology, physics and chemistry. The findings showed that academic self-concept was associated positively with intrinsic motivation and academic achievement. Furthermore, the results of path analysis showed the significance of the direct effect of academic self-concept on academic achievement while the indirect effect of extrinsic motivation, intrinsic motivation and amotivation on academic achievement was meaningful by the mediation of academic self-concept. Therfore, the mediating role of academic self-concept in the relationship between academic motivation and academic achievement was confirmed.